Morere Springs Scenic Reserve - Department of Conservation

1Super Sites for Education at Morere Springs Scenic Reserve

Super Sites for Education atMorere Springs Scenic ReserveResource Kit for Teachers

Author: Elizabeth Pishief, Department of Conservation, Gisborne

Published by

East Coast Hawke's Bay Conservancy

Department of Conservation

Gisborne

New Zealand

June 2002

Printed on recycled paper

2 Super Sites for Education at Morere Springs Scenic Reserve

Published by

East Coast Hawke's Bay Conservancy

Department of Conservation

PO Box 668

63 Carnarvon Street

Gisborne

New Zealand

ISBN 0-478-22278-5

CROWN COPYRIGHT RESERVE


C O N T E N T S

1 Using this Resource 5

1.1 Using this Resource 5

1.2 Cross-Curricular or Specialised 5

1.3 Activities 51.3.1 Pre and Post Visit Activities 6

1.3.1.1 Pre-Visit Activities 6

1.3.1.2 Post-Visit Activities 7

2 Organisation and Facilities 8

2.1 Organisation of Outdoor Safety 82.2 Morere Springs Scenic Reserve Facilities 8

3 Morere Springs Scenic Reserve 10

3.1 History 10

3.2 Uses of Morere Springs Scenic Reserve 11

3.3 Conservation and Current Issues 123.4 Management of Morere Springs Scenic Reserve 12

3.5 Management Objectives of the Department of Conservation: 12

4 Teachers� Background Reading 13

4.1 Morere Springs Scenic Reserve 13

4.1.1 Geomorphology 134.1.2 Climate 13

4.1.3 Vegetation 134.1.4 Biodiversity 13

4.1.5 The Visit to Morere Springs Scenic Reserve 14

4.2 Plant Identification 154.3 Forest Structure 15

4.4 Tree layers 16

4.5 Fauna 164.6 The Morere Springs Geothermal Field 17

5 Statement about Curriculum Links and the Kits 19

5.1 Social Studies 19

5.1.1 Social Organisation 19

5.1.2 Culture and Heritage 195.1.3 Place and Environment 19

5.1.4 Time, Continuity and Change 20

5.1.5 Resources and Economic Activities 205.2 Sceince 20

5.2.1 Living World 20

5.2.2 Planet Earth 215.3 Technology 21

5.4 Health and Physical Education 22

5.4.1 Personal Health and Physical Development 225.4.2 Mov ement Concepts and Motor Skills 22

5.4.3 Relationships with other People 22

5.4.4 Healthy Communities and Environments 22


6 General Study Topics 23

6.1 Signage 23

6.2 Hot pools 236.3 Track structures 23

6.4 Weeds 23

7 Teacher Study Sheets 24

7.1 Social Studies 24

7.2 Audio and Visual Arts 257.3 Earth Science 26

7.4 Microclimate Project 27

7.5 Microclimate contrasts � forest versus pasture. 277.6 Microclimate Study Sheet 28

7.7 Microclimate Activity 29

7.8 Changing Microclimate Conditions Within a Forest 29

8 Monitoring 30

8.1 Forest Monitoring Study Sheet 30

8.1.1 Kohekohe 31

8.1.2 Tawa 318.2 Fruit Classes 32

8.3 Foliar Browse Index Sheet 32

8.4 Insect v Possum damaged leaves 348.5 Foliage Cover scale 35

8.6 Field Recording Sheet 36

9 Other References and Resources 38

10 Super Sites for Education Resource Kit Evaluation Form 39


1 Using this Resource

1 . 1 U S I N G T H I S R E S O U R C E

This Teacher Resource Kit is designed to give you a hand to plan exciting

and educational conservation learning experiences outside the

classroom. It focuses on a selection of parks and reserves administered

by the Department of Conservation (DOC) in your region.

There are thirteen accessible sites with East Coast Hawke�s Bay that are ideal for

learning about marine reserves, mainland islands, forests, the New Zealand coast line,

lakes, endangered species, historic reserves, archaeology and history. By visiting these

sites students can consolidate work already done and gain additional first-hand

experiences and information to complete their studies.

1 . 2 C R O S S - C U R R I C U L A R O R S P E C I A L I S E D

In planning your programme we suggest using the Guidelines for Environmental

Education in New Zealand Schools. The guidelines provide advice on

environmental topics and how to plan these into curriculum studies and programmes

with a bicultural focus.

Sites can be used to meet goals from specific curriculum areas, or different curriculum

areas simultaneously. This is an approach that mirrors the interconnectedness of the

environment.

1 . 3 A C T I V I T I E S

Activities in these kits can be adapted to the age/level of your students, allowing you to

choose the achievement objectives at the appropriate level. Activities are designed to

support the key dimensions of environmental education � in, about and for the

environment.

The activities offer students the opportunity of working across a range of related

subject areas � in much the same way as the project teams work together to manage a

mainland island or marine reserve, for the benefit of all. Teachers are encouraged to

undertake further extension activities such as:

� Use of media such as the internet, books, videos, maps and tapes.

� Taking part in a Ministry of Education LEOTC (Learning Experiences Outside the

Classroom) programme.

� Visits to zoos, aquaria, botanic gardens, museums, marine education centres and

other facilities offering environmental education programmes and resources.

� Guided trips and recreational activities led by accredited outdoor education

providers.


1.3.1 Pre and Post Visit Activities

To get the best value from a field trip teachers should plan good lead-in and follow-up

activities. If students have some formative ideas about what they might find, they will

observe in a more focused way and therefore develop their concepts more fully. The

suggested activities given below are designed to encompass learning �about� and �for�

the environment. You will find specific site-based activities for Morere Springs Scenic

reserve (learning �in� the environment) from page 13 onwards.

1.3.1.1 Pre-Visit Activities

� Brainstorm the ideas that students already have about Morere Springs Scenic

Reserve for example: What are thermal springs? What is a scenic reserve? What

would you expect to find living in a forest? Can you think of any hot springs or

forests you have visited? (about)

� Design and carry out an opinion poll. What different attitudes do people have

about forests and their protection? Is there a range of views? What are the

implications of your findings? (for)

� Have a class debate on why the forest ecosystem at Morere Scenic Reserve should be

protected and saved. Explore concepts such as attitudes and values. (for)

� Examine the meanings of the words �endangered�, �exotic�, �endemic�, �indigenous�

and �native�. Think about what plant and animal species might be found at Morere

and where they fit into the above categories. (about)

� Consider the impact of exotic plants and animal species on the forest. Why is their

management necessary? Design a campaign to raise awareness about pests and

weeds and their impact on forest ecosystems. (for)

� Find out what the students know about DOC. Why does DOC exist? Is there a DOC

office in your area? What sort of things does a DOC ranger do? Check out the DOC

website, www.doc.govt.nz (about and for)

� Look at what your class can do to help the environment � while visiting Morere

Scenic Reserve and back at school. Why is this important? How can your school�s

local community get involved in protecting natural areas? (for)

� Explore New Zealand�s responsibilities under global conventions such as the

Convention on Biodiversity and the Kyoto Convention. Use the DOC website to find

out about the New Zealand Biodiversity Strategy. Why is this strategy necessary?

How do the goals and actions in the strategy relate to Morere? (about and for)

� Find out who the local hapu are for Morere Springs Scenic Reserve. Where is their

marae? Who are the kaumatua? What stories can they tell you about Morere

Springs Scenic Reserve and the hotsprings themselves? How can traditional

knowledge of Morere Springs Scenic Reserve and its use be more widely available to

people who visit the area? Design ways of distributing information, such as

interpretation panels, brochures, web pages and radio interviews. What will your

message be? Why? (for)

� Visiting outdoor areas usually requires special gear and there are safety issues to

take into account. Have students list the clothing and other gear they think they will

need on the trip and create new designs. (about)

� Design an outdoor safety code. Appoint class members to help apply it on the day.

Why is this important? (about)


1.3.1.2 Post-Visit Activities

� Make a forest display along a wall of your classroom with teams working on tree

trunks and foliage, shrubs, lianes and epiphytes. Add pictures or models of birds.

Make silhouettes of birds in flight to adorn the ceiling. (about) Why is it important

to protect and save these species? What can you do to protect an ecosystem?

(for)

� Draw plants and animals that make a food chain and/or cut them out. Arrange

them into a food chain, or, for more advanced students, build up a food web. What

happens when you introduce an animal pest (herbivore or predator) into the

equation? (about)

� Choose a picture of a bird like the ruru/morepork and identify its special features

e.g. nocturnal eyes with third eyelid, grasping clawed toes, acute hearing, soft

feather tips. Add labels for these adaptations (features) and say how each helps the

bird survive. Why are many of our native species vulnerable to introduced

predators? What can we do to help protect them? (about and for)

� Make a �wanted� poster for an introduced mammal pest. Describe the damage that

the pest is doing and suggest an ecological reward for its elimination. (for)

� Calculate the weight of forest that possums destroy in New Zealand. There are

about 70 million of them and they can eat between 0.8 and 1 kg per night. Work it

out per night and per year. The consider the effects in their favourite food species

and on the other native plant eaters. How can we keep the possum numbers down?

(about)

� Find out about three weeds that have established in Morere Springs Scenic Reserve.

Why are these plants weeds? How did they come into New Zealand? How could

they get into Morere (for example look at human dispersal of weeds). What plants

in your garden at home could potentially become weeds in a forest ecosystem?

(Look at fast growing species, climbers, method of seed dispersal, etc.) Why

should you be careful about disposing of garden rubbish? (about and for)

� Find out about the use of plants as rongoa or traditional medicines. Ask your local

kaumatua or check books in the library. Try some tea made from kawakawa

leaves. (about)

Get your school involved:

� Adopt a local reserve.

� Join a community conservation group.

� Plant a native garden

� Use plants that will encourage native birds to your school.

� Raise funds for a threatened species.

� Get involved with the Kiwi Conservation Corps (Forest & Bird) or Junior

Naturalists.

For more information on how your school can get involved inn

conservation contact your local DOC office.


2 Organisation and Facilities

2 . 1 O R G A N I S A T I O N O F O U T D O O R S A F E T Y

When planning a visit to Morere Springs Scenic Reserve follow school policy to make

sure the correct procedures are being followed. For example you will need to do a risk

analysis and management plan for your visit.

Points to Remember:

� Be sure to brief students on outdoor safety before the visit, and remind them

again, on arrival, to take care. Students are to stay together at all times and under

no circumstances are they to wander off by themselves.

� Ensure that the children know not to put their heads under the water when they

are swimming � and why.

� Have parents/helpers well briefed on their responsibilities � the main one is to

know exactly where their charges are at all times.

� The study sites are along, or close to main tracks and the possibility of getting lost

is minimal.

For further in-depth information on outdoor safety refer to:

� Education Outside the Classroom Guidelines for Good Practice.

Ministry of Education, 1995.

� Managing Risks in Outdoor Activities. Mountain Safety Manual 27, 1993.

� Outdoor Safety Management Systems. EONZ, 1998.

� Outdoor Pursuits Guidelines for Educators. Hillary Commission, 1996.

� Water Safety Across the Curriculum. Water Safety New Zealand, 2000.

These publications are available in school or from your local EONZ branch.

2 . 2 M O R E R E S P R I N G S S C E N I C R E S E R V E F A C I L I T I E S

� Morere Springs Scenic Reserve is on State Highway 2, 8 km north of Nuhaka, 40 km

northeast of Wairoa and 60 km southwest of Gisborne.

� There are eight pools at Morere ranging from cold to very hot.

- Nikau Pools are set in forest, five minutes walk from the reception centre and

offer a hot pool, a warm pool and a cold plunge pool.

- Big Indoor Pool is a large public pool opening onto a courtyard surrounded by

forest.

- Cold Outdoor Pool is alongside the large indoor pool and is a freshwater

swimming pool.

- There is a childrens� paddling pool beside the cold pool.

- Two private hot pools are available for hire.

� There are toilets and changing facilities on site.

� Coin operated barbecues are available and there are ample picnic areas.


� There are a variety of tracks ranging from easy twenty minute walks to challenging

two and three hour tramps.

� A pre-trip visit to the site by the trip leader is recommended to enable the best

organisation for the class/es on the day.

� Do not disturb traps, poison stations and other equipment.

� For further information contact the following:

Morere Hot Springs

State Highway 2

Morere

Phone/Fax: (06) 837 8856

Email: [email protected]

Gisborne Area office

PO Box 668

63 Carnarvon Street

GISBORNE

Telephone: (06) 867 8531

Fax: (06) 867 8015


3 Morere Springs ScenicReserve

The Morere hotsprings are set in 364 hectares of native bush which is one of the last

remaining tracts of lowland rain forest on the East Coast. The Morere Springs Scenic

Reserve is best known for its stands of Nikau palms but high rainfall, a mild climate and

fertile mudstone soils have created the environment for a notable area of rain forest.

Morere Hot Springs 1898

Photo: Courtesy of Tairawhiti

Museum, W.F. Crawford

Collection

Morere Hot Springs 1999

Photo: Dudley L Meadows


3 . 1 H I S T O R Y

Morere is the traditional Maori name for the springs and can be loosely interpreted as

being related to �the waters of life which come into this world from the other world�

The Rakai Paaka hapu of the Ngati Kahungunu used the hot springs for many years

prior to Europeans discovering them in 1884. Maori spoke of their healing qualities. A

well-used track passed up beside the springs to a small lake called Maukanui which was

renown for its eels.

Physical evidence of this early occupation by descendants of Kahungunu and

Rongomaiwahine is present in the form of storage pits and the remains of pa. The

main defensive pa near Morere is called Moumoukai. It is on top of a 700m high hill

and has steep natural defenses on three sides and a natural spring on top. There are

few remains of this pa left because of erosion of the steep slopes. Traditional history

tells of the pa being besieged by Pomare and Ngapuhi. The besiege people although

short of food threw down food every day to show Pomare that he could not starve

them out. After about a month Pomare admitted defeat and prepared to leave.

However he learnt that a baby was about to be born in the pa and asked that it be

named Pomare in honour of his retreat.

European involvement in Morere Springs began when two travellers who saw �smoke�

from a fire discovered it to be steam rising from the springs.

In 1890 investigations were carried out by the Lands and Survey Department and

recommendations made to form a reserve. In October 1894 there were complaints

that the local Maori people were monopolizing the pools. The people from Mahia had

built two whare and planted about half an acre of potatoes. The Reserve was gazetted

on 5 December 1895 as Nuhaka Thermal Springs Reserve. An area was leased to a

local settler who was to erect an accommodation house of not less than six rooms. A

bathhouse was built near the top spring and by 1899 a fee of 3d per swim was being

charged. The concrete mixing tank beside the Mangakawa Track about 5 minutes

beyond the Nikau Pools indicates the position of the top spring today. In 1904 a new

bathhouse was built closer to the hotel with the water being piped 7.5 chains but still

reaching the pool at a temperature of 44ºC. The remains of this bath house are still

visible on the Mangakawa Track just above the Nikau Pools. A number of walking

tracks were established at this time.

The Department of Tourist and Health resorts took over the Reserve from the Domain

Board in 1905 and fenced it to enable the bush to regenerate. It had been badly

trampled by cattle and destroyed by fire.

The baths were plagued by problem with landslides and floods and in 1931 the Napier

Earthquake damaged the main pool. A new pool was opened in 1936 and a paddling

pool in 1938. By 1951 the pools had deteriorated again. There were slips in the track

to the upper pools, the hot water pipes were in disrepair and the possums were

numerous. Repairs were carried out in 1954. In 1957 36,867 people used the pools.

By 1971 the Department of Tourism and Publicity was pleading lack of finance to

repair and manage and the pools were handed back to the Department of Lands and

Survey and its status was changed to Morere Springs Scenic Reserve. The pools,

buildings and gardens have since then been constantly upgraded. Two new private

pools were opened in 1982 and the Nikau Pools in 1985. In 1987 the Department of

Conservation took over management of the Reserve.


3 . 2 U S E S O F M O R E R E S P R I N G S S C E N I C R E S E R V E

� Walking and tramping

� Swimming

� Picnicking

� Education

3 . 3 C O N S E R V A T I O N A N D C U R R E N T I S S U E S

Threats:

Threats to the native flora and fauna include:

� Predators � stoats, ferrets, weasels, hedgehogs, cats, rats and mice.

� Grazing and browsing by goats, deer, hares, domestic stock and possums.

� Weed infestations � pampas, old man�s beard, honeysuckle, blackberry.

� Fire.

� Visitor pressure � (peaks December-January) 40,000 people per year.

3 . 4 M A N A G E M E N T O F M O R E R E S P R I N G S S C E N I C

R E S E R V E

Management by the Department of Conservation includes:

� Extermination of wild animals.

� Control of weeds.

� Monitoring of forest health.

� Scientific research.

� Maintaining and upgrading recreational facilities

� Providing interpretation and publications.

3 . 5 M A N A G E M E N T O B J E C T I V E S O F T H E

D E P A R T M E N T O F C O N S E R V A T I O N :

� To encourage and facilitate recreational use and appreciation of the natural and

historic resources of the area.

� To protect and retain indigenous ecosystems, species and habitats � including

native birds and lowland forest.

� To protect and retain historic places including sites of significance to Maori and

sites associated with early historic bathhouses.

� To limit the use of thermal water to the capacity of the supply.

Protect plants andanimals

Remove rubbish

Bury toilet waste

Keep streams andlakes clean

Take care with fire

Camp carefully

Keep to the track

Consider others

Respect our culturalheritage

Enjoy your visit

Toitu te whenua(Leave the landundisturbed)

ENVIRONMENTAL

CARE CODE


4 Teachers� BackgroundReading

4 . 1 M O R E R E S P R I N G S S C E N I C R E S E R V E

4.1.1 Geomorphology

Morere Springs Scenic Reserve contains the catchment of the Mangakawa Stream a

small tributary of the Tunanui Stream which flows into the Nuhaka River. The

Mangakawa Stream runs east-west through the Reserve with the land rising gently on

either side of the stream to the boundary of the Reserve. The terrain ranges from 30 to

355m above sea level.

The rocks of the reserve comprise mudstones formed during the Tertiary Period

(between 5 - 65 million years ago). A concealed faultline runs Northeast-Southwest

through the western edge of the Reserve.

4.1.2 Climate

The Reserve is exposed to the south and southwest winds with rainfall about 1200mm

per year. It has cool winters and hot summers.

4.1.3 Vegetation

Morere Springs Scenic Reserve contains semi-coastal broadleaf-podocarp-beech forest

with secondary forest on the margins as well as scrub and pasture. It has very high

botanical conservation values.

4.1.4 Biodiversity

New Zealand was originally part of Gondwanaland, the super-continent which

included Australia, South America and India and was close to Asia. The Tasman Sea

opened up over 80 million years ago separating New Zealand from Gondwanaland

and the rest of the world. Consequently New Zealand has retained one of the best

assemblages of Gondwanaland life to be found and our biodiversity is distinct in the

world because our native animals and plants have evolved in isolation. We have the

world�s only flightless parrot (kakapo), a bird with nostrils at the end of its beak (kiwi),

a frog which bears live young (Leiopelma species), and the giant weta, a large insect

which fills the role played by mice and other small rodents in other countries, as well as

many other exceptional species.

High numbers of New Zealand�s indigenous species are endemic, that is, they are not

found any where else in the world.

New Zealand has one of the worst records of biodiversity loss in the world. Human

actions, which include the destruction of forests, wetlands and coastal areas for

farming, have already led to the extinction of a quarter of New Zealand�s land and

freshwater birds, three out of seven frogs, at least 12 invertebrates such as snails and

insects, one species of fish, one of bats and possibly 11 species of plants.


Today about 1000 of our known animal, plant and fungi species are considered

threatened. This is the forerunner to species extinction.

4.1.5 The Visit to Morere Springs Scenic Reserve

Morere Springs Scenic Reserve is particularly suited to school visits.

During the walk the students will be able to:

� smell, hear, see and feel the differences between the bush and school/town.

� identify the different forest types,

� hear and see a number of bird species,

� find bait stations,

� look under the leaves,

Forests are usually distinguished by the dominant canopy forming trees. The

dominant forest is tawa-kohekohe forest with emergent rimu, miro and matai and the

occasional pukatea and nikau.

The shrub layer is dominated by nikau The scrub is in two areas: the forest composed

of Manuka- Tauhinu-Mingimingi-Gorse on the dryer northeastern portion of the

Reserve and the second is Manuka-Mingimingi-Broadleaf on the wetter southern faces

of the Reserve. There is a remnant of the totara forest which once clothed the banks of

the Tunanui stream and black beech on the dry tops. Coprosma-Mahoe is found along

the banks of the Mangakawa stream.

On the edges of the reserve is a diverse community containing many species including

Mapou, Fivefinger, Hinau, Marbleleaf, Rangiora and many tree ferns. There are old

signs of logging on the northern edge of the Reserve.

Several pre- and post-visit viewings of The Ancient Forests of New Zealand

(Learning Media, Ministry of Education) will enhance understanding of forest

ecosystems.


4 . 2 P L A N T I D E N T I F I C A T I O N

A visit to Morere Springs Scenic Reserve will be more interesting if you

are able to recognise some of the following plants:

Tawa: the most dominant canopy tree at lower altitude,

Kohekohe

Rimu

Miro

Matai

Black beech

Mahoe

Nikau

Manuka

Tauhinu

Mingimingi

Mapou,

Fivefinger

Hinau

Marbleleaf

Rangiora

Tree ferns

Totara

4 . 3 F O R E S T S T R U C T U R E

As the forests of New Zealand grew and covered the land, different species of plants

succeeded each other. Finally a mature or climax forest resulted, which will continue

to perpetuate itself as long as conditions remain stable. The Tawa-Kohekohe forest of

Morere is thought to be the climax vegetation of the area.

A forest is organised vertically.

The branches and foliage of the large trees form a canopy which screens out most of

the light. The tallest trees which rise above the canopy are called emergent trees.

Below the canopy are the understorey trees: young canopy trees and smaller less

light demanding trees, tree ferns and lianes. The shrub layer, composed of small

woody plants, ground ferns and grasses is beneath the understorey. The litter layer

is where the forest litter lies - leaves bark twigs, feathers, animal droppings etc. Fallen

logs and branches carry mosses, lichens, filmy ferns, fungi and other simple plants.

The soil layers are interlaced with plant roots, branching threads of fungi and tunnels

of animals such as worms.


4 . 4 T R E E L A Y E R S

4 . 5 F A U N A

Native birds present include

Bellbird

Shining cuckoo

North island Fantail

Falcon

Gray Warbler

Hawk

Kaka

Kingfisher

Morepork

North Island Rifleman

Silver eye

Parakeet

Pipit


Tui

Woodpigeon

Welcome Swallow

Grey Warbler

Weka

Introduced Birds

Black and Whitebacked Magpie

Starling

Hedge sparrow

Blackbird

Chaffinch

Goldfinch

Skylark

Rock pigeon

Thrush

Reptiles include both skink and gecko species. Searches for native frogs have been

unsuccessful.

Fish include longfin eels, Galaxiids and Bullys.

The marine and terrestrial invertebrate fauna have not yet been studied.

4 . 6 T H E M O R E R E S P R I N G S G E O T H E R M A L F I E L D

The reserve contains part of a geothermal field of Tectonic origin with several hot and

cold mineral seeps and methane gas.

Hot water emerges from the thinly bedded west-dipping sandstones and mudstones

where fault lines cross the Mangakawa Stream.

The Analysis of the water from the Mangakawa Stream and the cold water seeps found

elsewhere in the Reserve show high sodium/potassium, sodium/lithium and chloride/

bromide ratios. Sodium, calcium, magnesium, bromide and iodide concentrations are

high, sodium approaching ratios found in sea water. The cold water springs (several

degrees above ambient temperatures) have a chemistry similar to a cold brine seep at

Kopuawhara on Mahia Peninsula.

All of these factors suggest very strongly that the waters are derived from a common

source, ultimately believed to be sea water.

The very high sodium/potassium and sodium/lithium ratios, the low silica and high

calcium and magnesium all indicate low temperature environments thus confirming

the source of the springs as tectonic. Three of the major hot water seeps have been

capped by the construction of concrete tanks and the water from these seeps is piped

away for use in five pools.

The gas is not used at present. A survey done in 1968 assessed the gas flow at around

0.64 cubic metres per hour from three sources. The gas is pure methane with a high

calorific value when burnt in ideal conditions.



5 Statement about CurriculumLinks and the Kits

Because this kit is site-based and most kit users will visit the site, the main curriculum

objectives will be based around an environmental theme.

The strongest links will probably be with the science, social studies and health

and physical education documents, although aspects of the technology and the

art curriculums are important in getting the best value from a visit.

Of course the English document is always the basis of any study as the other

documents continually feed in material that develops students� learning in oral, written

and visual language. Similarly, good opportunities exist at all sites to explore many

ideas in all of the mathematics strands. The best summary of links for the seven

curriculum areas can be found in: Ministry of Education, 1999. Guidelines for

Environmental Education in New Zealand Schools. Ministry of Education,

Wellington, New Zealand.

5 . 1 S O C I A L S T U D I E S

Social Studies Education aims to enable students to participate in a changing society as

informed, confident and responsible students.

Morere Springs Scenic Reserve visits and projects offer opportunities for students, at

appropriate levels, to develop concepts in each of the five strands. Examples for each

of the five strands are listed below:

5.1.1 Social Organisation

� how people organise themselves to visit the reserve

� what type of groups of people they are

� how groups organise themselves to respond to reserve management issues

� how DoC organises staff to manage Morere Springs Scenic Reserve.

5.1.2 Culture and Heritage

� aspects of Maori tradition associated with Morere Springs Scenic Reserve

� the use of the reserve by family, tramping, community and educational groups

� the history of the development and use of the springs

� the reserve as a significant landmark and landscape feature for people.

5.1.3 Place and Environment

� why the Reserve is a significant environment for people

� how peoples� activities influence the Reserve environment

� how and why peoples� perceptions of the Reserve are reinforced or changed byinformation or experience


� how and why people seek to resolve differences over how places and environmentsshould be used

� how people express a sense of belonging to the Reserve

� the importance of the place and environment for recreation.

5.1.4 Time, Continuity and Change

� how past management decisions changed the nature of the Reserve

� how beliefs and ideas in society change and how this has impact on the Reserve

� how the process of change over time is used as a tool for Reserve management

� how Maori use of the Reserve and the springs has changed over the centuries.

5.1.5 Resources and Economic Activities

� how Maori used the area as a resource in the past

� the European use of the Reserve� farming, sawmilling, health.

5 . 2 S C I E N C E

Learning in science is fundamental to understanding the world in which we live and

work. It helps people clarify ideas, to ask questions, to test explanations through

measurement and observation and to use their findings to establish the worth of an

idea. (Science in the New Zealand Curriculum, p. 7.)

Of the four contextual strands: the living world, the physical world, the material world

and planet earth and beyond, Morere Springs Scenic Reserve studies will particularly

enhance development of knowledge, understanding, skills and attitudes in the living

world and planet earth strands.

5.2.1 Living World

Development of concepts in all of the four achievement aims (Science Curriculum,

p. 52) could be attained during a Morere Springs Scenic Reserve project with the first

three aims culminating in an enhanced understanding of the all important Aim Four.

This can be achieved through appropriate activities at any level from one to eight.

Native Forests:

� What are the living and non-living things that make up a forest.

� Design nutrient and water cycles.

� Identify native trees � concentrating on leaf shapes and patterns.

� Introduce Morere Springs Scenic Reserve vegetation maps. Why are particularspecies found in specific localities or habitats?

Birds:

� Identify bird calls.

� Videos:

- Black Robin - Wild South

- Song of Protection Kokako - Wild South


- Night Parrot/ Projection Takahe (48 minutes) � Wild South

- Kiwi (54 minutes) � Wild South

- Kiwi recognition (7 minutes) - DoC

� Cassette tape:

- New Zealand Songbirds.

Invertebrates

� Design a key to identify insects and spiders.

� Design a trap to catch some insects. Trial it at school.

� Video

- Spineless Wonders (15 minutes).

5.2.2 Planet Earth

Achievements in Aims One and Two (Science Curriculum, p. 106) lead to achievement of

Aim Four: investigate how people�s decisions and activities change the physical

environment and develop a responsibility for the guardianship of the planet and its

resources. Any achievement in this aim through studies at Morere Springs Scenic Reserve

is probably the most important of the entire New Zealand Curriculum Framework.

Research Biodiversity to develop children�s understanding of why New Zealand�s

native plants and animals are unique. Emphasis is placed on Gondwanaland, the

separation of the super-continent and the influence this has had on the evolution of

New Zealand�s biota.

Videos: We Have It All (except snakes) � 8 minutes

Biodiversity in Aotearoa � Greenpeace.

Interpretation of the extensive views of the surrounding landscape, however

elementary, from the vantage points can help to cement important �our land, our

place, our guardianship� values and attitudes in students of all ages.

Investigations of the aims and objectives of the management plans for Morere Springs

Scenic Reserve will give important insights into the environmental guardianship role

given to the Department of Conservation by government policy.

5 . 3 T E C H N O L O G Y

Learning in technology implies becoming confident in using a variety of

means to address needs and opportunities and solve practical problems

within society.

Technology education explores choice and the factors which influence choice,

including culture and society, costs and benefits, aesthetics and fitness for purpose.

It seeks to empower students to make informed choices in the use of technology and in

their response to technological change. (Technology in the New Zealand

Curriculum, p. 8.)

A wide range of opportunities exist through a visit to Morere Springs Scenic Reserve

within the context of three strands:


1. Technological Knowledge and Understanding.

2. Technological Capability.

3. Technology and Society.

Examples would include the technologies involved in:

� Animal, plant and pest monitoring and control in Morere Springs Scenic Reserve

� The development of facilities for visitors such as:

- Hot pools, baths, changing rooms, toilets- Tracks, track structures, signage

� Aspects of the school trip to Morere Springs Scenic Reserve such as choices of:

- clothing

- food

- drink

- personal accessories.

5 . 4 H E A L T H A N D P H Y S I C A L E D U C A T I O N

Morere Springs Scenic Reserve visits and projects offer opportunities for students, at

appropriate levels, to develop concepts in each of the four strands. For example:

5.4.1 Personal Health and Physical Development

� Identify and use safe practices and risk management in the Reserve environment.

� Share ideas and beliefs about how the use of the Reserve environment enhances aperson�s health.

5.4.2 Movement Concepts and Motor Skills

� All achievement objectives in this strand could be met through the development of

concepts relating to safe and efficient tramping and water skills in a group

situation.

5.4.3 Relationships with other People

� Development of skills relating to planning safe and enjoyable experiences atMorere Springs Scenic Reserve with class or family groups.

� Develop skills in relating to other group members while at Morere Springs ScenicReserve � to maximise enjoyment and positive learning experience outcomes.

5.4.4 Healthy Communities and Environments

� Share ideas to identify factors that relate to Morere Springs Scenic Reserve use and

community mental and physical health.

� Identify concepts that are used in the management of the Reserve environment that

enhance the wellbeing of the plants and animals (ecosystem).


6 General Study Topics

6 . 1 S I G N A G E

Both technology and social studies projects could study the design and construction of

sign messages about conservation.

6 . 2 H O T P O O L S

Technology, health, science and social studies projects could all study the design,

development and changing uses of hot pools and bathhouses.

Costs of development and maintenance

6 . 3 T R A C K S T R U C T U R E S

Topics student could look at include:

� The design of:

- Tracks, structures, gates,

� The needs of visitors versus the impacts of visitors.

� Costs of maintenance.

6 . 4 W E E D S

The control of weeds is an important management goal. Common weeds include:

- Gorse,

- Honeysuckle

- Old Man�s Beard

- Grasses.

� Look for different weed types.

� Identify the weeds.

� Draw different weeds.

� Suggest methods of eradicating weeds.


7 Teacher Study Sheets

7 . 1 S O C I A L S T U D I E S

Debating

During discussions about the place that the Department of Conservation has in

preserving our natural and historic heritage students will realise that people hold

different opinions on that role.

Encourage them to talk to their families, parents, friends etc. to find out what they

consider should be done.

Use the media � for example TV, the newspaper (the free local edition, or the

Education page in newspapers) magazines (if your school subscribes.

Use Web pages for information or write to organisations that are involved in

environmental issues, such as Forest and Bird, Federated Farmers, Queen Elizabeth II

Trust, New Zealand Archaeological Association, or the New Zealand Historic Places

Trust.

Find out about Resource Consents.

These findings can then be used to form debates on issues such as :

� Should more Reserves be created?

� How should pests be controlled?

� Should people pay to use the Reserve?

� Who should make decisions about management of the Reserve?

� If oil or minerals were found in Morere Springs Scenic Reserve � should it be

extracted or mined?

Role playing could cover the same issues.

Surveys

The issues raised in the debating topics could be used to develop surveys to find out

other peoples� views.

Surveys could be developed using criteria such as:

� Age,

� Gender,

� Culture.

Collate information as graphs, percentages, etc.

Results could be presented :

� in the school newspaper,

� at assembly,

� on the local newspaper, or

� shared with other schools.


7 . 2 A U D I O A N D V I S U A L A R T S

This worksheet is designed to give you ideas you can develop with students of any age

group. The suggestions may be developed individually or could become a major,

integrated unit of work, linking many curriculum areas.

Music

The bush provides a wonderful symphony of sound. This could be taken back to the

classroom, either by using a tape recorder, and/or having sound one of the objectives

students focus on during the visit. For example:

� Identify and note down the different sounds heard (in what form students record

this is to be discussed before the visit.)

� Record these sounds in written form.

� Take a tape recorder and record as many different sounds as possible.

� Elect groups to study specific areas, e.g.

- Natural � air, water, land.

- Man-made � air, water, land.

Back at school

� Discuss the different sounds heard and recorded.

� Record as many sounds as possible in written form to produce a score of music.

� Using voices and music produce a piece of music that represents the �Voices of Te

Morere�.

Plays

The forest also portrays never-ending activities by the creatures in their habitat. These

provide wonderful opportunities for students to develop their imagination. If you

choose this concept, before your visit, you will need to prepare students to observe

closely all the activities on site. These could then be the objectives on which to base

your unit.

� Observe and record the movements and areas creatures are seen and how they

move.

� Record the creatures responses to their environment. What would their response

be if you could understand their language?

� Bring a tree alive:

Let the children be parts of the tree: Roots - sucking up water and nutrients, keeping

the tree firmly in the ground. Trunk and branches � carrying the nutrients to the

leaves, giving the tree shape, home for animals � birds/insects. Bark � protecting the

tree � home for insects. Leaves � rustling, photosynthesising, etc.

� Discuss the effect people have on their environment.

Back at school

� Collate this information into a play for presentation e.g. at school assembly.

� portray the characters using costumes, masks etc.


Art

To develop an understanding of Morere Springs Scenic Reserve students� attention

needs to be directed towards the colour, texture and form of the environment.

� Feeling the different textures and recording (using crayon and newspaper)

- Bark

- Vegetation

- Stones

- Undergrowth

- Leaves.

� Observe the colours � above, around and below � a camera will help record.

� Look at the form of trees, plants, birds, animals, invertebrates, water and the

landscape.

Back at school

� Develop the above points individually using a variety of media and discuss the need

to look and record them individually.

� When developing form use pencil/charcoal sketching as a starting point.

� Combine the three elements of colour, form and texture to produce a picture. This

can be developed with multimedia and as a group activity.

7 . 3 E A R T H S C I E N C E

In conjunction with visits to Morere Springs Scenic Reserve the children will be able to

discover the natural processes and forces involved in forming the landscape and

creating the geothermal water. A variety of projects can be developed depending on

the site visited, but much can be done pre and post-visit e.g.

� Discover the meanings of these geological terms, giving a brief description of each

one:

earthquake fault line sedimentary

igneous metamorphic thrust

fold anticline syncline

sandstone mudstone limestone

tephra pumice conglomerate

dip angle tectonic

� Discuss and record the processes involved in forming the Morere Springs Scenic

Reserve landscape.

� Estimate the geological age of Morere Springs.

� Predict the forces that are at work forming the geothermal field

� Refer to the topographical maps: Identify cliffs, gorges and fault lines in the area.

In what direction is the land uplifting and sloping?

� Develop a device to measure the contents of the water - Is this possible?

Field trip

� Identify the significant areas of geological importance on the visit to Morere

Springs Scenic Reserve


� Study and develop your own conclusions on the formation of the hot springs.

� Find evidence of other major geological events in the area e.g. fault lines.

� What evidence of erosion can you find? Identify the causes and suggest ways of

halting this problem. Write a report on your findings when you return to class.

� Identify various geological events within the soil strata.

7 . 4 M I C R O C L I M A T E P R O J E C T

In managing a forest it is important to keep the condition of the edge as stable as

possible so that the different climate conditions on the outside do not penetrate too far

into the interior and disturb the fragile nature of the forest ecosystem.

Researchers have found that light intensity, wind speed and temperature vary along a

gradient from immediately outside the forest to about 80m into the interior of a forest.

Key findings from such studies are listed below:

� At a point 80m into the forest from the edge, light available for photosynthesis was

only c. 0.7% and wind speed c. 20% of that in the open.

� The gradient was less steep for wind speed and air temperature, with at least 40m

being required to stabilise these variables when wind was blowing directly into the

forest.

� These findings suggest that forest edge buffer zones of at least 40m may be needed

to protect forest reserves and streams from climatic exposure.

� There are at least five variables, which together characterise the microclimate:

- Sunlight exposure.

- Wind exposure.

- Precipitation.

- Temperature (of air and soil).

- Moisture content (of air and soil).

� The research suggested that contrasts between forest and pasture conditions are

most marked in the early afternoon.

� There is also a higher species richness at the edge than in the interior and a shift in

composition towards high light �pioneer� plants similar to those found in treefall

gaps in the interior.

� The growth of plants near the edge in response to the high light exposure has

tended to seal the edge, creating an �edge canopy.�

� Climbers seem to be particularly important in the edge canopy formation.

7 . 5 M I C R O C L I M A T E C O N T R A S T S � F O R E S T V E R S U S

P A S T U R E .

� The near floor environment of the forest is very much shadier, much less windy and

fluctuates less markedly through the day in temperature and moisture than in the

open.


� The forest is cooler and more moist during the day and, to a lesser extent, warmer

and drier at night than pasture environments.

� Gradients of microclimate are of greatest significance on sunny and windy days.

Implications

� The edge effects on microclimate extend at least 40m into the native New Zealand

rain forests. This has implications for both conservation of the interior forest

environments and for riparian buffers to protect streams.

� Forest buffers of 40m wide may be needed on both sides of small streams to protect

riparian ecology where the surrounding land use is open pasture or crop land.

7 . 6 M I C R O C L I M A T E S T U D Y S H E E T

The objective of these activities is to investigate changing climatic conditions outside

and inside the forest. Students should be encouraged to think about what effects the

difference can have on forest health. Students can check their own findings and may be

able to come up with some interesting ideas of their own by trying the procedures

detailed below.

Remember that time spent on preparation at school will ensure better

results in the field.

Equipment

� Wind strength measures (anemometers)

- These can be obtained from the weather kits that the Advisory Service lend to

schools

- Or � try making some! (See Making Sense of Planet Earth and Beyond pp.

77-8.)

� Thermometers for temperature

- These can also be found in the weather kits.

� Light level measures (this is a harder one.)

- Try just judging the light using a scale, e.g.

Bright � high � medium � low - dim

- Use a camera with a light meter and record readings facing towards the brightest

light.

- Someone may have a proper light meter. If they lend it be very careful with it.

� Tape measure

- Take the longest one the school has � even two.

- This is laid out in a line from a point 5m on the open side of the forest edge to at

least 40m into the forest interior.

� Recording sheet.

- Design your own recording sheet at school.


7 . 7 M I C R O C L I M A T E A C T I V I T Y

� It is best to do this activity in the early afternoon � at the end of lunch when the

group is all together.

� Choose a suitable site.

� Start 5m from the forest edge, run the tape at a right angle to the edge of the forest

and straight into the interior � of course you may have to step around trees.

� Record the light level, temperature and wind strength at the beginning point, 5m or

so inside the edge and then at regular intervals along the tape or line. You may

choose to do 10m or 20m intervals.

� Work in a team with one person recording the findings at each spot.

Back at school

� Decide how the data can be presented and analysed. A graph something like the

one below may be the choice, together with written summaries.

� Discuss why there are microclimate differences and what effect this can have on

forest health.

7 . 8 C H A N G I N G M I C R O C L I M A T E C O N D I T I O N S

W I T H I N A F O R E S T


8 Monitoring

This section covers the measurement of ecosystem recovery and the monitoring of

species outcome, which indicate the success of pest control.

Outcome monitoring at Morere Springs Scenic Reserve includes birds and vegetation

protection monitoring.

The forest ecosystem involves interactions between many different components.

Different parts of the ecosystem and interactions between them, can be used as

indicators of ecosystem health.

When forest scientists and managers check on forest health over a period of time they

find out if the forest is improving, is stable or is declining in overall health.

This is called forest monitoring.

Monitoring and protection of vegetation has been established to record forest recovery

as well as to ensure the viability of threatened plant populations. Vegetation

monitoring include:

� mapping of vegetation patterns,

� assessing changes in 20 x 20m permanent plots,

� photopoints,

� monitoring of threatened species populations.

� Vegetation plots

- Measure the composition, diversity and density of vegetation in 20 x 20m plots

- Do a rapid assessment of Ecological areas (forest health).

Bird monitoring provides a measure of the changes in the bird community over time

in response to predator control.

Five-minute bird count

Accurate identification of bird calls is essential when carrying out this exercise. Five

minute bird counts are used to monitor change in the resident bird community over

time. The observer walks a transect comprising �count sites� at 200m intervals. At

each site, all birds seen and heard within a 100m radius are noted over a five minute

period. Species type and numbers of each species are noted within 25m and more

than 25m from the observer. Every effort is made not to count birds more than once.

Observer error can lead to misreporting. It is important to accurately identify the bird,

either visually or by its song. Climatic condition, including wind and rain may influence

bird activity on the day.

8 . 1 F O R E S T M O N I T O R I N G S T U D Y S H E E T

For the purposes of this exercise several monitoring techniques can be tried. The

methods given are not as precise as those used by scientists, however they provide

good practice models.


Forest monitoring can be done on the Nature Walk. The Foliar Browse Index Sheet,

examples of insect and possum damaged leaves, tawa fruit damage and Foliar Cover

Scale are given pp. 32 - 36.

For back at school for and about the environment activities refer to the front section.

8.1.1 Kohekohe

This tree is favourite possum food! Possums eat both the leaves and the flowers of

kohekohe. Some trees are so badly affected by possum browsing that twigs and

branches begin to die.

We will assess:

� Dieback � how much of the canopy shows dead branches and twigs.

� Foliage Cover � use the 10 point foliage cover scale � this tells how thick the

canopy leaf cover is.

� Browse � the proportion of possum damaged leaves. Possum damage shows

leaves bitten in half, sometimes with the midrib intact. See the diagram on p. 34

showing the differences between insect damage and possum damage.

� Stem use � look for scratch (claws) and bite marks on the trunk and large

branches

8.1.2 Tawa

There are many tawa suitable for study on in Morere Springs Scenic Reserve.

For recording purposes this is referred to as Tawa 1.

You can also use the list below to make judgements about this tree. The flowering and

fruiting times for tawa are:

� Flowering � September to December

� Fruiting � October to February

On the Foliar Browse Index Sheet p. 32 use the information for:

� foliage cover

� dieback

� browse

� stem use

� flowering

� fruiting

Use this with your score sheet as a guide when assessing the tree.

High scores for dieback, stem use and browse together with low scores for flowering

and fruiting means the tree has been badly affected by possum activity and damage.

Examples of possum and insect damaged leaves of tawa are given on p. 34.


8 . 2 F R U I T C L A S S E S

Fruits found at the respective sites may be divided into the following fruit classes

Immature: Predominately green, hard, not ripe.

Ripe: Well-coloured and soft. Tawa fruit will be purple/black

and Hinau fruit will be purplish in colour.

Withered/dry: Flesh has gone and husk is dry and brown/black

Possum damaged: Tawa � the whole outer skin is removed.

Often the husk has the centre cleanly scooped out.

Rat damaged: Many ragged edges with signs of small teeth marks.

Often part of the kernel remains. Rats tend to attack ripe

fruit on the ground.

Insect damaged: Generally one or more small entry holes about the size of

a pencil lead. Inner kernel is eaten out.

Rotten: Mature fruit is soft and rotten when squeezed and does

not contain insect entry holes.

8 . 3 F O L I A R B R O W S E I N D E X S H E E T

Foliage Cover

From the Foliage Cover Scale p.35 select the square which most closely resembles

the foliage cover of the canopy.

Dieback

The conspicuous presence of dead branches or branchlets over the whole of the

canopy. Record dieback as:

0 No dieback affect ing <5% of the canopy.

1 L i g h t af fect ing 5 -25% of the canopy.

2 Modera te af fect ing 26-50% of the canopy.

3 Heavy af fect ing 51-75% of the canopy.

4 Severe affect ing >75% of the canopy.


Browse

The proportion of possum-browsed leaves (or in the case of small-leafed species such

as totara, the severity of possum-related hedging*) averaged over the whole canopy.

0 Ni l No browsed leaves or no possum-related hedging.

1 L i g h t 5 -25% browsed or l ight ly hedged.

2 Modera te 26-50% browsed or moderate ly hedged.

3 Heavy 51-75% browsed or heavi ly hedged.

4 Severe 76-100% browsed or severely hedged.

* Trees showing s igns of possum-induced hedging wi l l have l i t t le of the

current season�s growth remaining .

Use

Recent possum use of the lower 2m of the trunk or stem. Record as:

0 N i l No scratching or bi te marks on the trunk

1 L i g h t Occasional scratch and bi te marks.

2 Modera te Numerous c lear ly def ined scratch and bi te marks.

3 Heavy Bark worn smooth, evidence of wel l developed

possum �run� .

Flowering and Fruiting

Look for the presence of flowers and fruit.


8 . 4 I N S E C T V P O S S U M D A M A G E D L E A V E S


8 . 5 F O L I A G E C O V E R S C A L E


8 . 6 F I E L D R E C O R D I N G S H E E T

Attach to Clipboard

Name _____________________________________ Date: ___________________

Location __________________________________________________________

Which trees are you studying?

(Name and Number)

Foliar Browse Index:

Tree 1 Tree 2 Tree 3

� Foliage Cover _____________ ____________ ______________

� Dieback _____________ ____________ ______________

� Browse _____________ ____________ ______________

� Stem use _____________ ____________ ______________

Foliage Cover Scale

Write down the percentage cover for your study trees.

Tree 1 ____________ Tree 2________________ Tree 3 _____________

Flowering/Fruiting

Tick the following for fruit and flowers:

Fruit Flowers

� 0 = none ______________ ______________

� 1 = rare ______________ ______________

� 2 = occasional ______________ ______________

� 3 = common ______________ ______________

� 4 = abundant ______________ ______________

� 5 = very abundant ______________ ______________

Make a note on fruit classes found and rat or possum damage from fruit observed on

the ground.


What bird species have you seen during field work. The most common species are:

bellbird, silver eye and whitehead.

Checklist

� Field recording sheet

� Clip board

� Pencil

� Binoculars (optional)

� Foliar Index sheet

� Leaf damage diagram

� Foliage Cover scale

� Fruit classes and Fruit damage diagram.


9 Other References andResourcesBellamy, David. Moa�s Ark � The Voyage of New Zealand, TVNZ/Viking 1990. (video)

Child, John. New Zealand Insects, Fontana Periwinkle, 1974.

Crowe, A. Life-size Guide to Native Trees, Penguin, New Zealand, 1997.

Department of Conservation: Website: www.doc.govt.nz

Department of Conservation: Map of Te Urewera National Park.

Department of Lands and Survey, Morere Springs Scenic Reserve: Management and Development Plan,

Gisborne, 1982.

Falla, R.A. R.B. Sibson & E.G. Turbott, Collins Guide to the Birds of New Zealand, Collins, 1989.

Forest and Bird Website: www.forest-bird.org.nz

Grant, Patrick J. Hawke�s Bay Forests of Yesterday, P.J. Grant: Havelock North, 1996.

Hanford, P. Native Forest Monitoring: A guide for forest owners and managers. Forme Consulting

Group Ltd. Wellington: 2000. Also available online at: www.mfe.govt.nz

Lambert, T. Story of Old Wairoa and the East Coast New Zealand, Auckland: Reed, 1977.

Learning Media. The Ancient Forests of New Zealand, Ministry of Education, Wellington, (video).

LEARNZ Website: www.learnz.org.nz

Meads, Mike. Forgotten Fauna, DSIR Publishing, Wellington, 1990.

Ministry of Education. Education Outside the Classroom: guidelines for Good Practice. Ministry of

Education, Wellington, 1995.

Ministry of Education. Guidelines for Environmental Education in New Zealand Schools, Ministry of

Education, Wellington, 1999.

Ministry of Education Website: www.minedu.govt.nz

Ministry for the Environment. The State of New Zealand�s Environment, GP Publications, Wellington,

1997.

Ministry for the Environment Website: www.mfe.govt.nz

Mountain Safety. Managing Risks in Outdoor Activities. Mountain Safety Manual 27. 1993.


10 Super Sites for EducationResource Kit Evaluation Form

This �Super Sites� education resource is designed to help you plan

exciting learning experiences using parks and reserves administered by

DOC in your area. Is it useful? How can we improve it? Please let us

know!

How did you find out about this Super Sites resource?

Comment:

Was there enough information for you to get an overall understanding of the site? YES/NO

If NO, what else would you like included?

What was the level of the class that used the resources? (Circle the answer)

Year 1 2 3 4 5 6 7 8 9 10

Did the resources help you to meet your curriculum objectives? YES/NO

If NO, how could we improve them?

Were the activities enjoyable? YES/NO

Did they meet the learning needs and interests of your students? YES/NO

Do you have any suggestions for improving them?

Were the suggested activities manageable at this site? YES/NO

Were there any safety concerns arising from these activities, or the site? YES/NO

Comment:


Has using this resource helped raise your awareness of an environmental issue in your region? If so, what?

Is your class or group taking on an environmental project as a result of the visit? YES/NO

Comment:

Are you aware of any change in your students� attitudes or behaviour towards the environment/environmental

issues since using this resource?

Comment:

Was this your first visit with a class to a Department of Conservation Super Site? YES/NO

Are you planning any more visits to this or other conservation sites this year? YES/NO

Comment:

How would you like future Super Sites resources and programmes to be developed? (Circle the answer):

New themes Web access More sites Other

Comments:

On a scale of 1-10, how would you rate this resource? (1 = excellent, 10 = poor)

1 2 3 4 5 6 7 8 9 10

Would you use a �Super Sites� education resource again? YES/NO

Have you any other comments about how we could improve this resource?

Please post the completed form to: Community Relations Officer (Education), Department of

Conservation, PO Box 668, GISBORNE.

Thank you!

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